Introduction

PARENT TRAINING

Introduction

Please watch this introduction video from the Texas Education Agency.

​

The process for serving English Learners.

​

Introduction

All districts must establish a Language Proficiency Assessment Committee (LPAC).

​

Chapter 89: Subchapter BB

Commissioner’s Rules Concerning State Plan for

Educating English Learners

Composition of the LPAC (Bilingual Program)

The bilingual LPAC is composed of

• an appropriately certified bilingual educator,
• a parent or guardian of an English learner participating in a bilingual or ESL program, and
• a campus administrator.

No parent or guardian serving on the LPAC shall be an employee of the school district.

Composition of the LPAC (ESL Program)

The ESL LPAC is composed of

• an appropriately certified ESL educator,
• a parent or guardian of an English learner participating in a bilingual or ESL program, and
• a campus administrator.

No parent or guardian serving on the LPAC shall be an employee of the school district.

LPAC Requirements

• LPAC members’ responsibilities:
• Act for the school district
• Observe the laws
• Maintain confidentiality
• Receive annual training
• Meet when deemed necessary

Required LPAC Meetings

• LPAC members are required to meet
• within four calendar weeks of initial enrollment, for identification and/or review;
• prior to state assessments, for determination of appropriate assessments and designated supports;
• at the end of the year, for annual review and for

the following year’s placement decisions; and

• as needed, to discuss student progress.

LPAC Responsibilities

• LPAC members have the following responsibilities:
• Designate the language proficiency level of each English learner
• Designate the level of academic achievement of each English learner
• Designate the initial instructional placement of each English learner, subject to parent or guardian approval
• Facilitate the participation of English learners in other special programs
• Reclassify students, at the end of the school year only

Required Documentation of the LPAC

• All information must be documented:
• Norms
• Training certificates
• Number of members
• Meetings
• Decisions

Identification

• Parents or guardians complete a Home Language Survey (HLS).

​

• If the response on the HLS indicates that a language other than English is used, the student shall be tested.

​

• The LPAC reviews the scores of the assessments given to the student to determine eligibility as an English learner.

Placement

• After the LPAC reviews the results of the assessment/s, the LPAC recommends participation in a bilingual education or ESL program if the results indicate that English proficiency is not at a required level. The parent or guardian
• is notified of the child’s classification.
• is notified of the child’s placement into the required bilingual education or English as a second language (ESL) program.
• shall be provided information describing the bilingual education or ESL program recommended.

English Learner Services

How do we know if a school district needs to implement a bilingual education program or an ESL program?

Bilingual or ESL

• If the school district has an enrollment of 20 or more English learners of the same language classification in the same grade level district-wide, the district shall offer a bilingual education program for English learners in grades pre- kindergarten through 5.
• Grade 6 shall be included when clustered with elementary grades.
• If the district is not required to implement a bilingual education program, the district shall provide an ESL program for English learners.

Bilingual Education Program

• The goal of bilingual education programs shall be to enable English learners to become competent in listening, speaking, reading, and writing in the English language through the development of literacy and academic skills in the primary language and English.
• Such programs shall emphasize the mastery of English language skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable English learners to participate equitably in school.

ESL Program

• The goal of ESL programs shall be to enable English learners to become competent in listening, speaking, reading, and writing in the English language through the integrated use of second language acquisition methods.
• The ESL program shall emphasize the mastery of English language skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable English learners to participate equitably in school.

Review and Reclassification

At the end of the year, the LPAC reviews every

English learner being served in a bilingual or ESL program.

English learner with a parent or guardian denial.

Child who has been reclassified as English proficient.

LPAC Annual Review

• The LPAC reviews the following:
• Oral language proficiency test data
• The student’s academic proficiency level
• grades
• classroom tests
• English or Spanish Reading state assessment
• English Writing state assessment data
• Subjective teacher evaluation

LPAC Annual Review

Students in a pre-kindergarten and kindergarten may not be exited from a bilingual education or ESL program.

Monitoring and Evaluation

• Once the LPAC reclassifies a student as English proficient, parents or guardians must be notified that the student has met the state criteria for reclassification.
• The LPAC must monitor the reclassified student’s progress for two years, including those who had a parent or guardian denial.

Summary

• LPAC members must engage in the following:
• Know the laws concerning English learners
• Maintain confidentiality
• Advocate for English learners
• Contribute to the LPAC meeting so that members can make the best decisions for the student

Thank you for your participation.